screen capture of e-village case studies

Case studies

Case studies provide examples of real life scenarios for problem solving and decision making

Samples

E-village

Five case studies of real businesses and their attempts to integrate e-commerce into their operations.

Source A common resource for a suite of modules on e-commerce on the TAFE Virtual Campus, developed Swinburne TAFE
URL TAFE VC courseware catalogue (keyword = village)
Use Small businesses who are attempting to integrate e-commerce options within their businesses.
Delivery Copy of this course can be delivered on a Blackboard platform or other Learning Management system
Customisation This resource was developed with Victorian government funds and could potentially be modified to include additional businesses. HTML editor such as Frontpage or Dreamweaver for editing and adding web pages.
Availability This unit is available to Victorian RTOs from the TAFE Virtual Campus. Other states and territories should contact AESharenet

Up Front - Health and safety

This series of case studies provides a range of stimulus information (text, audio, supporting documents, activities).

Source Frontline management Toolbox, Lead agent OTEN
URL http://flexiblelearning.net.au/toolbox/series6/601.htm
Use BSB41004 Certificate IV in Business (Frontline Management)
Delivery Can be delivered using a CD or loaded into a Learning Management System such as WebCT or Blackboard.
Customisation The material in this Toolbox has been developed to allow for customisation.
Availability Details of how to purchase this Toolbox are available on 2005 Australian Flexible Learning Framework site listed above.

NurseryLive!

A Nursery simulation program that covers 3 units of competency from the Horticulture Training Package

Source NurseryLive!
URL http://online.egtafe.vic.edu.au/toolboxes
/nursery/nursery/nl/index.htm
Use A Nursery simulation program that covers 3 units of competency from the Horticulture Training Package
Delivery Copy of this course can be delivered on a Learner Management System
Customisation This resource was developed with Australian Flexible Learning Framework funding.
Availability This unit is available to Victorian RTOs from the TAFE Virtual Campus. Other states and territories should contact AESharenet.

Developing professional ethics using digital cases

The case highlights the creation and use of multimedia case-based learning resources ...

Source Accounting and Professional Ethics
URL http://www.deakin.edu.au/itl/teach-learn/cases/files/participants/poteralski.htm
Use The case highlights the creation and use of multimedia case-based learning resources to support the development of capacities in ethical reasoning and social responsibility in participants undertaking a continuing professional education program in accounting.
Delivery Copy of this course can be delivered on a Learner Management System
Customisation N/A Demonstration only.
Availability NA

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Why include case studies?

Online case studies allow learners to practice their skills and knowledge within a controlled context.  The purpose of using a case study within an educational environment is to present the learner with a situation that they may one day encounter in their normal work practice. Often case studies use a problem-based learning environment to assist students in becoming active, independent learners and problem solvers. They are particularly useful for learners who do not have ready access to real work-based examples. The situations portrayed in case studies may be ambiguous and facilitate creative problem solving requiring learners to apply previously acquired skills and knowledge.

Features

Online case studies will have some of the following features:

  • relevance to the learner and their context
  • a conflict or problem which needs to be solved
  • prompts research and stimulates analysis from a variety of viewpoints or perspectives
  • an engaging story line and characters
  • use of appropriate technology to enhance the story. This may include graphics, multimedia interactions, video and audio clips, digital story telling.

Case studies add a vocational basis to training and assessment:
Case studies may be a historical study where you analyse the causes and consequences of a vocational situation and discuss the lessons learned. Learners are outside the situation and evaluating the actions and their consequences of original players in a past work place situation.

Case studies can also be used to enable learners to imagine or role-play within a given workplace situation and to make informed and research suggestions on overcoming a central issue at the workplace.

Case Studies can also be problem orientated where learners are required to solve a problem by engaging with a work place problem or issue that requires a solution.

Case should use real or believable situations and contexts to ensure maximum engagement by learners.

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Integrating case studies

Design steps

To design a case study you will need to:

  1. Decide on the type of case study which would develop the required skills and knowledge in your learners
  2. Map out the key features and story line.
  3. Decide on the best delivery medium for the case study (text, audio, video, decision making tree etc)
  4. Develop the elements of the case study using the appropriate technology.
  5. Develop strategies for drawing out the learning (discussion, roleplay, chat, presentation).
  6. Prepare support materials for learners to ensure that they understand what they need to do with the case study.

Assessment

The use of case studies is common within the vocational education and training (VET) sector. They can be effectively used for assessment but learners need clear guidelines outlining what is required of them and how they will be assessed.

Generic skills

Online case studies have the potential to develop and foster generic skills. Often learners contribute (either in teams or individually) to discussion boards outlining their views or solutions to the case study. This may involve the following generic skills:

  • planning and organising (gathering information, interpreting data, synthesising issues)
  • working in pairs or teams in private threads (defining the roles in the team, crisis management, giving feedback to other team members)
  • problem solving and offering solutions to issues posed in the discussion (identifying problems, developing creative and innovative solutions, applying a range of strategies to solve problems, exercising and making judgements)
  • communication skills (writing which is appropriate to the audience, persuading effectively, sharing information, asking for clarification, agreeing and disagreeing,)
  • effective use of technology.

Technical notes

Case studies online may be simply text based or may involve the use of a range of multimedia options. If you choose to include multimedia you may need to engage developers to assist you in the development of elements.

Skills

You will need to be able to:

  • develop appropriate case study scenarios.
  • develop the elements of the case study using appropriate technologies (this may be outsourced).

You will need strong skills in building narratives, creating characters and scenarios. It may assist you to take the basis of the case study from real life, for example a workplace or life situation you have observed or been involved in.

Case Studies can contain many narrative steps and each step may  end with a problems and issue for discussion. There may not be a clear cut off point to these issues. Provide direction as to where the case study is completed.

Ensure the Case Study provides sufficient information for the learners to engage with the problem and the issues you want them to address.

Case Studies must be believable for the learner especially the setting, personalities, sequence of events, problems and conflicts you develop for them to work through.

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See also

Tools and resources

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Last modified: 11/6/08